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8/19/2019 Kindergarten Ministry of Education BC
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For ease of reference, this Grade Kindergarten Curriculum Package compiles all Prescribed
Learning Outcomes and Suggested Achievement Indicators from within each subject-based
Integrated Resource Package (IRP) into one comprehensive document.
www.bced.gov.bc.ca/irp
KINDERGARTEN Curriculum
Package
(September
2010)
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TABLE OF CONTENTS
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 3
TABLE OF CONTENTS
INTRODUCTION
Introduction ........................................................................................................................................................ 5
Required
Areas
of
Study
...........................................................................................................................
5
How to Use this Document ....................................................................................................................... 5
KINDERGARTEN PRESCRIBED CURRICULA
Daily Physical Activity ..................................................................................................................................... 7
English Language Arts ...................................................................................................................................... 9
Arts Education ................................................................................................................................................. 19
Dance ........................................................................................................................................................ 19
Drama .......................................................................................................................................................
23
Music ....................................................................................................................................................... 27
Visual Arts ............................................................................................................................................. 31
Health and Career Education ......................................................................................................................... 35
Mathematics ..................................................................................................................................................... 39
Physical Education ......................................................................................................................................... 43
Science ................................................................................................................................................................ 47
Social Studies ................................................................................................................................................... 49
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INTRODUCTION
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 5
his document provides basic information
about the provincial curriculum
requirements for Kindergarten students
in British Columbia. The full text of all
provincially prescribed curricula is available
online at www.bced.gov.bc.ca/irp/irp.htm
REQUIRED AREAS OF STUDY
As stated in the Required Areas of Study In An
Educational Program Order
(www.bced.gov.bc.ca/legislation/schoollaw/
e/m295‐95.pdf) , each school year a board must
offer to all students in Kindergarten an
educational program that meets all the Prescribed
Learning Outcomes set out in the applicable
educational program
guide
in
English Language Arts, or in the case of a
student enrolled in a francophone educational
program, French Language Arts
Social Studies
Mathematics
Science
Physical Education
Arts Education: Dance, Drama, Music
and Visual Arts
Health and Career Education
Daily Physical Activity
HOW TO USE THIS DOCUMENT
For each required area of study for Kindergarten,
the Prescribed Learning Outcomes and
corresponding Suggested Achievement Indicators
are presented in a series of tables.
Prescribed Learning Outcomes
Prescribed Learning Outcomes are content standards
for the provincial education system; they are the
prescribed curriculum. Clearly stated and
expressed in measurable and observable terms,
prescribed learning outcomes set out the required
attitudes, skills, and knowledge – what students
are expected to know and be able to do – by the
end of the specified subject and grade.
Schools are
responsible
for
ensuring
that
all
Prescribed Learning Outcomes for each required
area of study are met; however, schools have
flexibility in determining how delivery of the
curriculum can best take place.
It is expected that student achievement will vary
in relation to the learning outcomes. Evaluation,
reporting, and student placement with respect to
these outcomes are dependent on the professional
judgment and experience of teachers, guided by
provincial policy.
All prescribed learning outcomes complete the
stem, “It is expected that students will ….”
Prescribed Learning Outcomes are presented by
curriculum organizer (and suborganizer as
applicable), and for some subjects are coded
alphanumerically for ease of reference; however,
this arrangement is not intended to imply a
required instructional sequence.
T
http://www.bced.gov.bc.ca/legislation/schoollaw/e/m295-95.pdfhttp://www.bced.gov.bc.ca/legislation/schoollaw/e/m295-95.pdfhttp://www.bced.gov.bc.ca/legislation/schoollaw/e/m295-95.pdfhttp://www.bced.gov.bc.ca/legislation/schoollaw/e/m295-95.pdfhttp://www.bced.gov.bc.ca/legislation/schoollaw/e/m295-95.pdfhttp://www.bced.gov.bc.ca/legislation/schoollaw/e/m295-95.pdfhttp://www.bced.gov.bc.ca/legislation/schoollaw/e/m295-95.pdf
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INTRODUCTION
6 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
Suggested Achievement Indicators
Suggested Achievement Indicators in relation to
each Prescribed Learning Outcome are included to
support the assessment of provincially prescribed
curricula.
Achievement indicators support the principles of
assessment for learning, assessment as learning,
and assessment of learning. They provide teachers
and parents with tools that can be used to reflect
on what students are learning, as well as provide
students with a means of self‐assessment and
ways of defining how they can improve their own
achievement.
Suggested Achievement Indicators describe what
evidence to look for to determine whether or not
the student has fully met the intent of the learning
outcome. Since each achievement indicator
presents only
one
aspect
of
the
corresponding
learning outcome, the entire set of achievement
indicators can assist teachers when determining
whether students have fully met the learning
outcome.
Achievement indicators are not mandatory; they
are suggestions only, provided to assist in the
assessment of how well students achieve the
Prescribed Learning Outcomes.
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DAILY PHYSICAL ACTIVITY – KINDERGARTEN
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 7
DAILY PHYSICAL ACTIVITY –
KINDERGARTEN
Prescribed Learning Outcomes and
Suggested
Achievement
Indicators
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
The following set of indicators may be used to assess student achievement
for each corresponding Prescribed Learning Outcome.
Students who have fully met the Prescribed Learning Outcome
are able to:
participate in physical activities
for a minimum of 30 minutes
during each school day
participate in daily physical activities that are school‐ based
participate in physical activity in blocks of at least 10 minutes
at a time, totalling a minimum of 30 minutes per day (students
in half
‐day
Kindergarten
programs
will
be
expected
to
participate in physical activities for a minimum of 15 minutes
during each school day)
participate in a range of endurance
activities
participate in physical activities that help develop their
cardiovascular endurance
participate daily in endurance activities (e.g., brisk walking,
swimming, cycling, jogging, soccer, aerobics, dancing, cross‐
country skiing, relay games, tag games)
participate in a range of strength
activities
participate in activities that help develop their strength
participate daily in activities that help to develop the strength
of different muscle groups (e.g., rope climbing, push‐ups,
racquet and
ball
games,
core
strength
training,
skating)
participate in a range of flexibility
activities
participate in activities that help develop their flexibility
participate daily in activities that help to develop the
flexibility of different parts of the body (e.g., stretches, pilates,
dancing)
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ENGLISH LANGUAGE ARTS – KINDERGARTEN
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 9
ENGLISH LANGUAGE ARTS –
KINDERGARTEN
Prescribed Learning Outcomes and
Suggested Achievement
Indicators
ORAL LANGUAGE LEARNING AND EXTENDING THINKING
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
The following set of indicators may be used to assess student achievement for
each corresponding Prescribed Learning Outcome.
Students who have fully met the Prescribed Learning Outcome are able to:
A1 use speaking and listening when
engaging in exploratory and
imaginative
play
to
– express themselves
– ask for assistance
– exchange ideas
– experiment with new ideas or
materials
use story language in imaginative play (e.g., “Once upon a
time…,” “Long, long ago…”)
communicate
needs
to
peers
and
adults
(e.g.,
ask
for
assistance
with materials, request help when problems arise)
use talk to support imaginative play (e.g., involving multi‐
purpose props)
assume the voice of a character(s) in role play (e.g., using puppets,
retelling The Three Little Pigs)
imitate different language forms (e.g., storytelling, news telling)
A2 engage in speaking and listening
activities to share ideas about
pictures, stories, information
text , and experiences
actively participate in classroom language activities by asking
questions, predicting, expressing feelings, sharing ideas, and
making personal connections
listen and respond appropriately to contextual questions (e.g.,
“We read about how animals get ready for winter. How do bears
get ready for winter? How do you get ready for winter?”) give ideas that relate to what is being discussed
describe experiences and retell familiar stories by using basic
story structure terminology (e.g., beginning, middle, end)
begin to use the language of “who,” “what,” “when,” “where”
in story retelling
sequence main ideas/events
listen and respond orally to language patterns in stories and
poems (e.g., join in when teacher reads, repeat parts of a story,
echo words and phrases, make up chants with the teacher, chime
in during poems or “read‐alouds”)
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ENGLISH LANGUAGE ARTS – KINDERGARTEN
10 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
Prescribed Learning Outcomes Suggested Achievement Indicators
A3 demonstrate use of social
language to interact
co‐operatively with others
and to solve problems
begin to use polite social language appropriately (e.g., hello,
please, thank you)
frequently demonstrate acceptable ways of gaining attention
(e.g., initiate conversations, take turns in structured activities,
ask
questions,
raise
hand
to
be
recognized
before
speaking)
demonstrate courteous listening and speaking, with teacher
support , as appropriate to cultural context and individual needs
(e.g., take turns as speaker and listener in conversation)
use language rather than actions to negotiate situations
begin to understand some differences between language used at
home and language used in the classroom/school (e.g., “Line up”
is a common phrase used at school but rarely at home)
begin to show understanding of language that is hurtful or
unfair to others
A4 demonstrate being a good
listener for a sustained period of
time
give reasons why listening is important (e.g., to learn, so you
know what to do next, to hear stories, to learn new words, for fun)
listen attentively for sustained periods of time (e.g., focus on the speaker)
respond to prompts such as reminder cues and informal symbols
(e.g., stop sign as a signal to stop talking and listen closely)
ask appropriate questions and/or give appropriate comments in
response to what has been heard
begin to ask for clarification when the meaning is not clear
follow short two‐step directions
use gestures and other nonverbal means to communicate more
effectively (e.g., nod to show agreement)
A5 demonstrate being a good
speaker (including
sustaining
conversation on a familiar topic)
give reasons why speaking is important (e.g., people will be able
to understand
your
ideas)
sustain conversation on a familiar topic for short periods of time
and stay on topic
take turns talking
begin to use appropriate gestures, tone of voice, and volume
generally speak clearly and fluently
use complete sentences when necessary or appropriate
A6 use oral language to explain,
inquire, and compare
use talk to explain products, representations, and actions (e.g.,
drawings, structures, models)
use talk to clarify ideas or experiences (e.g., self‐talk, self‐
correction)
ask questions
to
build
understanding
distinguish between imaginary context and real life (e.g., fairy
tale as compared to news of real‐life events; events in cartoons
and events in real life)
use language to connect new experiences to what is already
known
identify when a simple sentence fails to make sense
show an understanding of direct cause and effect (e.g., “If I use
my umbrella when it is raining then I will not get wet.”)
compare predictions with what actually occurs in a story or event
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ENGLISH LANGUAGE ARTS – KINDERGARTEN
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 11
Prescribed Learning Outcomes Suggested Achievement Indicators
A7 experiment with language and
demonstrate enhanced
vocabulary usage
demonstrate an interest in and willingness to use and experiment
with language (e.g., try to pronounce or use a new word or
grammatical construction; choose to engage in drama or play
centre activities; make up chants, rhymes, or nonsense poems)
use
newly
learned
vocabulary
in
own
speech
(e.g.,
after
listening
to new vocabulary in stories and instruction and after listening to
words used in multiple contexts to understand their use)
begin to use descriptive words to describe own feelings and the
feelings of others
classify objects, pictures, and words (e.g., table and chair are
furniture, apples and bread are food)
use words to describe people, places, and things (e.g., size, colour,
shape, location, actions)
classify objects, pictures, and words (e.g., people, places, things,
shapes, colours, foods) and discuss similarities, differences, and
names of categories
use language,
characters,
or
events
from
prior
experiences
in
informal play and drama activities
STRATEGIES FOR ORAL LANGUAGE
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
The following set of indicators may be used to assess student achievement for
each corresponding Prescribed Learning Outcome.
Students who have fully met the Prescribed Learning Outcome are able to:
A8 connect
what
is
already
known
with new experiences during
speaking and listening activities
describe how
new
experiences
connect
to
what
is
already
known
(e.g., “This reminds me of…”)
share experiences and interests with classmates (e.g., show and
tell, explain a school experience that has happened recently,
explain an event or object that is distant in time or place)
use language from prior events/experiences in informal play and
drama activities
spontaneously offer connections to new ideas or words (e.g., “This
looks like…”)
make predictions and comment on their accuracy
A9 ask questions to construct
and
clarify
meaning
ask relevant questions to deepen comprehension (e.g., “I wonder
if”
questions)
begin to ask relevant questions before, during, and after the
teacher reads a book aloud
develop simple hypotheses and test them out (e.g., “The bean
seed will sprout faster in soil than on paper towel.”)
begin to recognize the difference between questions and
comments
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ENGLISH LANGUAGE ARTS – KINDERGARTEN
12 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FEATURES OF ORAL LANGUAGE
Prescribed Learning Outcomes Suggested Achievement Indicators
It
is
expected
that
students
will:
The following set of indicators may be used to assess student achievement for
each corresponding Prescribed Learning Outcome.
Students
who
have
fully
met
the
Prescribed
Learning
Outcome
are
able
to:
A10 use meaningful syntax when
speaking (e.g., include a
subject and verb, and simple
connecting words when
needed)
speak using the syntax needed to convey intended meaning (e.g.,
usually use complete sentence format instead of “me hungry” or
“he sad”)
use connecting words to combine ideas (e.g., tell simple stories,
connecting ideas with words such as “then,” “and,” “but,” “or”)
tell simple stories, connecting ideas with “and then”
begin to use more complex sentence‐connecting words (e.g.,
because, if, when, after, before)
frequently use common grammatical rules but may
overgeneralize in their application (e.g., “goed” for went, “geeses”
for geese,
them
did
it)
A11 speak clearly enough to be
understood by peers and adults
pronounce most sounds correctly although some errors may
still occur
frequently use appropriate volume, tone, pace, and intonation
A12 demonstrate auditory
discrimination and orally
manipulate sounds in words
(i.e., use phonological
awareness)
use sound/word discrimination to
– indicate when words or sounds are the same or different (e.g.,
cat/cat = same; cat/car = different)
– identify which word is different when given a choice of three
(e.g., bat, hat, bat)
– tell the difference between single speech sounds (e.g., which
sound is different) when given a choice of three (e.g., s, s, k)
– identify
alliteration
use rhyming to
– identify whether words rhyme
– produce a word that rhymes with another
use blending to
– orally blend two words into a compound word
– orally blend syllables (mon‐key) or onset‐rimes (m‐ilk) into
a whole word
– orally blend two to three separate phonemes into a one‐
syllable word (e.g., m‐e: me; u‐p: up; s‐a‐t: sat)
use segmentation to
– clap
or
count
the
words
in
a three
‐to
six
‐word
sentence
(e.g.,
“The dog can run.”)
– clap or count the syllables in a one‐ to three‐syllable word (e.g.,
di‐no‐saur, re‐cy‐cle)
– identify two words in a compound word
– identify the first sound and ending sound in a one‐syllable
word (e.g., /p/ in pat for beginning)
– segment individual sounds in a two‐ and three‐phoneme
one‐syllable word (e.g., run: r/u/n)
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ENGLISH LANGUAGE ARTS – KINDERGARTEN
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 13
LEARNING READING (AND VIEWING) AND EXTENDING THINKING
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
The following set of indicators may be used to assess student achievement
for each corresponding Prescribed Learning Outcome.
Students
who
have
fully
met
the
Prescribed
Learning
Outcome
are
able
to:
B1 demonstrate awareness of the
connection between reading,
writing, and oral language
understand that we can read “talk” that has been written
down
orally describe the message of familiar and simple
environmental print (e.g., can point to an exit sign and give
the meaning)
identify connections between a photo or illustration and text
point to words when reading and viewing text (e.g., their own
writing or words displayed in classroom)
locate a specific (generally familiar) word
slow down
their
oral
pace
when
the
teacher
is
scribing
their
words
B2 respond to literature through a
variety of activities (e.g., role
playing, art, music, choral
reading , talking)
show enthusiasm for, or enjoyment of, reading (e.g., choose
and read and/or view a variety of texts that interest them)
identify favourite texts and share the information in their own
words
connect information and events in texts to self, personal
experiences, and to other texts , including media texts (e.g.,
television shows and movies)
create a representation (e.g., draw a picture, dramatize
feelings, create a new page for a story)
make connections
between
literary
experiences
and
imaginative play (e.g., puppets, housekeeping centre, dress‐up
centre)
B3 engage in reading or
reading‐like behaviour
listen to stories, poems, and information texts for enjoyment
and information
select books for pleasure from the classroom, library, and
home
to share or to have someone read to them
self‐select texts on the basis of interest or familiarity
model or role play reading by reading from memory or by
inventing meaning
read silently
or
view
a book(s)
for
a short,
sustained
period
of
time (e.g., five minutes)
begin to track print when “reading” early emergent pattern
books, rereading their own writing, or following a text that
someone is reading
talk about self as a reader
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ENGLISH LANGUAGE ARTS – KINDERGARTEN
14 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
STRATEGIES FOR LEARNING TO READ AND VIEW
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
Students begin Kindergarten with different experiences, and learn in a
variety of ways and at different rates. Considering these factors, and the
importance
of
teacher
discretion,
the
following
suggested
indicators
may
be used to assess student achievement for each corresponding Prescribed
Learning Outcome.
By the end of Kindergarten, students who have fully met the Prescribed
Learning Outcome are able to:
B4 in discussions, use strategies
before reading and viewing to
enhance comprehension,
including
– accessing prior knowledge
– predicting
– making
connections
– asking questions
use pictures, the title, and information about the text to
predict what the text will be about, with teacher support
answer the question, “What do you already know about…?”
ask questions to gain information
sequentially look at pictures in the text to build schema for
reading (e.g., picture walk)
B5 in discussions, use strategies
during reading and viewing to
monitor comprehension,
including
– predicting and confirming
unknown words and events
by using language patterns
and pictures
– making pictures in their
heads (visualizing)
– asking the question,
“Does that make sense?”
use pictures, context cues, sense of story, language patterns,
and prior knowledge to predict and confirm meaning and
identify words
fill in the next word during collaborative reading
generate questions to clarify and confirm meaning (e.g., “Does
this make sense?” “Why did…?”)
answer who, where, what, why, and how questions after
listening to a sentence or short paragraph
draw or describe a mental image formed while a text is read
out loud
describe the association between pictures and key words in
text and match pictures to print (one‐to‐one match)
talk with classmates about pictures in a book and what they
mean
B6 engage in discussions and create
representations after reading and
viewing to reflect on the text to
confirm meaning
identify and recall information that demonstrates a sense of
the story (e.g., sequence of events, setting, main characters, the
problem in the story and important facts)
make connections between themselves or their experience and
the text (e.g., “This character is like me because…,” “This story
reminds me of…”)
sketch something
from
the
story
participate in discussions about predictions made earlier by
the class about the text
explain what they like or dislike about a character
find basic information in the illustrations and photos to
answer specific questions
tell what things were learned from the text or representation
participate in discussions about the author’s message
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ENGLISH LANGUAGE ARTS – KINDERGARTEN
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 15
FEATURES OF READING AND VIEWING
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
Students begin Kindergarten with different experiences, and learn in a
variety of ways and at different rates. Considering these factors, and the
importance
of
teacher
discretion,
the
following
suggested
indicators
may
be used to assess student achievement for each corresponding Prescribed
Learning Outcome.
By the end of Kindergarten, students who have fully met the Prescribed
Learning Outcome are able to:
B7 demonstrate understanding of
concepts about print and
concepts about books (e.g., there
is a directionality to print; books
are for reading)
when asked, explain that writing carries a message and that
pictures and drawings also support meaning
move finger from left to right, top to bottom, when
reading/listening, to demonstrate directionality of print and
where it generally starts on the page
demonstrate understanding that letters represent sounds and
that written
words
convey
meaning
(e.g.,
read
short
labels,
familiar signs)
use sounding out to demonstrate that the sequence of letters
in a written word represents the sequence of sounds (i.e.,
phonemes) in a spoken word (i.e., alphabetic principle)
identify title, author, and often illustrator (e.g., can point to the
title and name of author)
track with finger during oral reading by the teacher or own
reading, and/or by “hugging” a word (i.e., put one finger at
the beginning of the word and another finger at the end of the
word) to show understanding of the concept of words
recognize simple
common
punctuation
(e.g.,
period,
question
mark, exclamation mark) and point to examples in context of
shared reading or shared writing
B8 identify most of the letters
of the alphabet and their sounds,
and a few high‐frequency
words , including their name and
names of significant others
name most of the letters of the alphabet (e.g., be fluently
familiar with at least 20 letters), upper and lowercase, no
matter what order they come in
say the most common sound associated with individual letters
or give a word that starts with that sound (i.e., demonstrate
understanding of the one‐to‐one relationship between letter
name and a particular sound)
identify the letter when someone produces the corresponding
sound
use letter‐sound correspondence along with context (e.g.,
pictures) to decode some words
identify some common high‐frequency words (e.g., a, the, I,
me, it, and, to, he, she, that, is, was), some familiar names, and
some environmental print (e.g., stop sign)
identify the repeated sound and the letter in a series of words
(e.g., Bobby bounces blue basketballs.)
identify the beginning and ending sounds of words
use patterns of language (e.g., word order) and patterns of
sound (e.g., rhyme) to identify and to predict words
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ENGLISH LANGUAGE ARTS – KINDERGARTEN
16 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
LEARNING WRITING (AND REPRESENTING) AND EXTENDING THINKING
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
Students begin Kindergarten with different experiences, and learn in a
variety of ways and at different rates. Considering these factors, and the
importance
of
teacher
discretion,
the
following
suggested
indicators
may
be used to assess student achievement for each corresponding Prescribed
Learning Outcome.
By the end of Kindergarten, students who have fully met the Prescribed
Learning Outcome are able to:
C1 create simple messages using a
combination of pictures,
symbols, letters, and words
to convey meaning
write and represent for a variety of purposes and in different
forms, both self‐initiated and teacher‐guided (e.g., stories,
notes, labels, lists, one‐word captions for pictures)
write and represent using a variety of tools and media (e.g.,
crayons, paper, computer, chalkboard, coloured markers,
cardboard)
create an illustration of something they have learned
begin to hear and record sounds in words, relying heavily on
the most obvious sound(s) in a word
label a picture with words
use invented spelling
C2 recognize that writing can be
“talk written down” and that
print carries a constant message
show an understanding that written words convey a meaning
by writing (unconventionally) or representing, and tell about
the meaning
voice thoughts while writing
show an understanding that the sequence of letters in a
written
word
represents
the
sequence
of
sounds
(i.e.,
phonemes) in a spoken word (i.e., alphabetic principle)
demonstrate the connection between reading and writing
(e.g., slow down orally when teacher is scribing words,
demonstrating knowledge of the one‐to‐one correspondence
between a spoken and written word)
experiment with newly acquired vocabulary in writing
C3 show an interest in, and a
positive attitude toward, writing
and representing
talk about why people write (e.g., grocery lists, cards to
celebrate occasions, stories)
role play writing messages for a specific purpose (e.g., taking
down a telephone message)
orally contribute words or sentences to a class narrative as the
teacher writes them on a chart
choose to share own writing
show interest in writing during choice time
write spontaneously for self or chosen audience
participate in guided writing activities using a variety of
writing forms
talk about self as a writer
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ENGLISH LANGUAGE ARTS – KINDERGARTEN
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 17
STRATEGIES FOR LEARNING TO WRITE AND REPRESENT
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
The following set of indicators may be used to assess student achievement
for each corresponding Prescribed Learning Outcome.
Students
who
have
fully
met
the
Prescribed
Learning
Outcome
are
able
to:
C4 engage in discussions before
writing and representing to
generate ideas when responding
to text and classroom
experiences (e.g., observing,
listening, using the other senses,
drawing, brainstorming, listing,
webbing, partner‐talk)
begin to put ideas into words during shared writing,
interactive writing, and teacher‐led conversations
offer ideas for collaborative writing
engage in short brainstorming sessions (e.g., listing, webbing,
making charts)
share experiences and interests with adults or in partner‐talk
draw or sketch ideas in response to a prompt from the teacher
use personal experience and environment as stimuli for
writing and representing (e.g., trip to the post office or the
library, field
trips
to
enjoy
nature)
contribute ideas to shared writing activities (e.g., writing a
thank‐you card in response to a field trip or a visit to the class)
C5 express meaning during writing
and representing by using
invented spelling and copying
existing words/representations
begin to create familiar forms of writing and representing
(e.g., grocery lists, letters, stories, environmental signs, and
greeting cards)
create messages that contain short familiar words,
phonetically spelled words or parts of words, and/or words
using invented spelling
contribute ideas, words, or images to collaborative efforts;
look at letters, words, or visuals around the room (e.g., word
walls, lists,
environmental
print)
and
copy
in
own
writing/representing
label pictures using invented spelling or by copying words
generate writing by repeating the same beginning patterns,
using sample frames or models provided by the teacher (e.g.,
“I like…”)
during shared writing experiences, make oral contributions
that show a developing awareness of stories, poems, and
informational writing (e.g., use story language in stories, use
pattern in poems, contribute a fact in informational writing or
representations)
communicate a complete
thought
using
printing
and
illustrations
C6 engage in discussions after
writing or representing about
the experience of writing or
representing and share work
with others
talk about their writing and representing
“read” back what they have written or represented to clarify
meaning
show enjoyment in sharing work with others
choose a favourite piece of writing and representing for their
portfolio
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ENGLISH LANGUAGE ARTS – KINDERGARTEN
18 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
FEATURES OF WRITING AND REPRESENTING
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
Students begin Kindergarten with different experiences, and learn in a
variety of ways and at different rates. Considering these factors, and the
importance
of
teacher
discretion,
the
following
suggested
indicators
may
be used to assess student achievement for each corresponding Prescribed
Learning Outcome.
By the end of Kindergarten, students who have fully met the Prescribed
Learning Outcome are able to:
C7 print most of the letters of the
alphabet, own name, and a few
simple words, and record a
prominent sound in a word
demonstrate motor skills needed to print
print their own name and the names of some family members
or friends
usually print from left to right and from top to bottom
distinguish between letters and numbers and between letters
and words
orally explain
and
recognize
that
words
consist
of
a series
of
letters separated by a space (printing may show a space
between word‐like clusters)
print most letters recognizably (e.g., some letters may be
poorly formed and/or reversed; may use upper and lowercase
letters indiscriminately)
spell some short, familiar words conventionally
(e.g., me, you, I)
print using invented spelling and orally describe to others
what has been written
identify a prominent sound in a word (usually the beginning
sound) when
the
word
is
segmented
by
the
teacher;
record
an
approximation of the sound (e.g., k for clean)
show an understanding that the same arrangements of letters
always construct the same word
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ARTS EDUCATION DANCE – KINDERGARTEN
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 19
ARTS EDUCATION:
DANCE – KINDERGARTEN
Prescribed Learning Outcomes and
Suggested
Achievement
Indicators
CREATING DANCE
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning Outcome.
Students who have fully met the Prescribed Learning Outcome
are able to:
A1 move expressively to a variety of
sounds and music
move expressively in response to a variety of sounds and
music (e.g., a drum beat, recorded music, poetry read aloud),
demonstrating
response to the feeling of the music (e.g., excited, sad)
response to the sound cues (e.g., loud, soft, fast, slow,
stop, start)
variety of movements (e.g., slithering, jumping, twirling)
A2 create movements that represent
characters, themes, and topics
in response to teacher prompts or based on movement
modelled by the teacher, move to express events, actions,
ideas, or feelings elicited by a variety of live or recorded
music, poetry, stories, and pictures, representing
characters (e.g., from stories)
themes and topics (e.g., celebrations, transportation, trees;
physical properties
of
objects
—
furry,
sticky,
prickly)
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DANCE – KINDERGARTEN ARTS EDUCATION
20 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ELEMENTS OF DANCE
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning Outcome.
Students
who
have
fully
met
the
Prescribed
Learning
Outcome are able to:
B1 move safely in both personal
space and general space during
dance activities
find and stay in their own personal space (e.g., the “space
bubble” that a person occupies) throughout the activity
perform movements safely in different ways without
touching others or falling down
adjust their position in response to teacher suggestions as
required for safety
B2 move in a variety of levels,
pathways, and directions, using a
variety of body shapes
follow the movements of a leader to explore movement,
including a variety of
locomotor movements (e.g., crawling, galloping,
slithering)
non‐locomotor movements (e.g., grow, melt)
levels (e.g., high, low, medium)
directions (e.g., forward, backward, sideways)
body shapes (e.g., long, short, wide, narrow)
demonstrate an understanding of directional terms related to
movement such as behind, in front of, beside (e.g., respond
appropriately to verbal instructions such as “stand in front of
the red line”)
B3 move in time to a steady beat travel in time with music that has a clear, steady beat
following suggestions from teacher, move various parts of
their bodies
in
time
to
a beat
(e.g.,
clap
hands,
swing
arms,
nod heads, stamp feet)
CONTEXT
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning Outcome.
Students who have fully met the Prescribed Learning Outcome
are able to:
C1 participate in dance activities for a
variety of purposes
participate in dance activities for a variety of purposes,
including
to tell stories
to express feelings
to have fun
for celebration (e.g., folk dances, weddings)
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ARTS EDUCATION DANCE – KINDERGARTEN
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 21
PRESENTING AND PERFORMING
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning Outcome.
Students
who
have
fully
met
the
Prescribed
Learning
Outcome are able to:
D1 demonstrate willingness to
perform dance
participate willingly in dance activities
present dance for others in informal or formal settings (e.g.,
small groups in the classroom, for another Kindergarten
class, for parents)
D2 demonstrate appropriate
performance skills in dance
settings
identify and demonstrate appropriate and positive ways an
audience member can express respect or enjoyment for a
performance (e.g., focus their attention on the performance,
clap at the end, don’t distract performers)
demonstrate respect for the contributions of others in various
dance situations
(e.g.,
wait
quietly
for
their
turn)
when performing, stay focussed on their role as a dancer
(e.g., try their best to perform it as practised, don’t fiddle
with costume)
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ARTS EDUCATION DRAMA – KINDERGARTEN
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm ‐ 23 ‐
ARTS EDUCATION:
DRAMA – KINDERGARTEN
Prescribed Learning Outcomes and
Suggested
Achievement
Indicators
EXPLORING AND CREATING
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning Outcome.
Students who have fully met the Prescribed Learning Outcome
are able to:
A1 demonstrate engagement in
drama activities
when performing, stay focussed on their role as a dancer
(e.g., try their best to perform it as practised, don’t fiddle
with costume)
demonstrate engagement in drama activities by
sharing ideas (e.g., working in pairs or small groups,
large‐group discussions)
listening to the ideas of others
A2 explore and imagine stories by
taking on roles
use drama exploration to show sequence (e.g., beginning,
middle, and end of stories)
use drama exploration to depict characters from stories
use imagination and play to explore and depict ideas of who,
where, and with whom
A3 demonstrate willingness to
participate and
co
‐operate
in
drama activities
demonstrate willingness to explore ideas through drama
games and
activities
(e.g.,
greet
one
another
in
a variety
of
ways — shake hands, touch elbows, touch knees)
demonstrate willingness to reflect and share (e.g., verbally,
through pictures) in partners and in small groups
what they experienced in drama activities
what ideas they heard or saw in drama activities
their thinking and feeling about what they did, saw, and
heard in drama activities
work co‐operatively with others in drama activities by
listening attentively and courteously
showing interest and attention
answering
questions
with
relevant
ideas
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DRAMA – KINDERGARTEN ARTS EDUCATION
- 24 - For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
DRAMA FORMS, STRATEGIES, AND SKILLS
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning Outcome.
Students
who
have
fully
met
the
Prescribed
Learning
Outcome
are able to:
B1 use voice in a variety of ways to
explore ideas and feelings
use vocal elements (e.g., loud, soft, tone) to explore a variety
of
ideas (e.g., walking through a forest on a dark rainy night,
being timid with a new group of people, making friends
on your first day of school)
feelings (e.g., happy playing on the playground, nervous
about going to the dentist)
B2 use movement and their bodies to
explore ideas and feelings
use their bodies to explore ideas and feelings (e.g., creating
large and small body shapes, fast and slow movements,
gestures, heavy
and
light
movements,
straight
and
rounded
movements)
use their bodies to explore movement in their own space
(e.g., painting a large picture, floating on clouds, sitting on a
boat)
use movement elements to explore shapes (e.g., round,
jagged) and spaces (e.g., movement in a large, open space vs.
in a confined, narrow space)
explore travelling movement (e.g., walking on a really windy
day, walking through a mud pit, soaring like a bird, moving
like a giant)
B3
move
safely
in
both
personal
and
general space while creating
drama
find
and
stay
in
their
own
personal
space
(e.g.,
the
“space
bubble” that a person occupies) throughout drama
explorations
respond to directions related to movement (e.g., freeze, stop,
start, slow motion, “in your own space”)
perform a variety of movements individually and in groups
CONTEXT
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
The following set of indicators may be used to assess student
achievement
for
each
corresponding
Prescribed
Learning
Outcome.
Students who have fully met the Prescribed Learning Outcome
are able to:
C1 participate in drama activities
from a variety of contexts
engage in drama activities from a variety of contexts
as participant
as audience member (e.g., performances of older classes,
visiting ensembles)
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ARTS EDUCATION DRAMA – KINDERGARTEN
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm ‐ 25 ‐
PRESENTING AND PERFORMING
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning Outcome.
Students
who
have
fully
met
the
Prescribed
Learning
Outcome
are able to:
D1 participate in and share drama
work
demonstrate willingness to participate in and informally
present drama work (e.g., in partners, small groups, whole
class)
demonstrate respect for the contributions of others in drama
presentations
D2 respond to a drama presentation
identify and demonstrate positive ways an audience member
expresses respect (e.g., listening attentively, applauding
appropriately, not waving at or calling out to presenters,
thanking performers)
use stories,
pictures,
or
movement
to
communicate
personal
thoughts, images, and feelings experienced in response to
drama
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ARTS EDUCATION MUSIC – KINDERGARTEN
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 27
ARTS EDUCATION: MUSIC – KINDERGARTEN
Prescribed Learning Outcomes and
Suggested Achievement Indicators
EXPLORING AND CREATING
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning Outcome.
Students who have fully met the Prescribed Learning Outcome
are able to:
A1 sing and play classroom
repertoire
participate in a variety of classroom songs and singing games
play classroom instruments (e.g., rhythm sticks, bells, body
percussion, found instruments) in response to modelled
examples
explore a variety of tempi, dynamics, and timbres
A2 represent personal thoughts,
images, and feelings experienced
in classroom repertoire
use stories, pictures, movement, etc. to communicate
personal thoughts, images, and feelings
demonstrate willingness to share their responses to music
experiences (e.g., with a partner, in small group or class
discussions)
A3 create sounds to accompany
stories, nursery rhymes, or songs
explore a range of sounds they can create or use in response
to a story, nursery rhyme, or song (e.g., environmental
sounds, found sound, body percussion, instruments, voice)
select and use voice, instruments, body percussion,
environmental sounds, or movement to represent objects,
natural elements,
or
characters
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MUSIC – KINDERGARTEN ARTS EDUCATION
28 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
ELEMENTS AND SKILLS
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning Outcome.
Students
who
have
fully
met
the
Prescribed
Learning
Outcome
are able to:
B1 respond to beat in music
clap or move in time to the beat in a selected piece of music
move freely to express a story, images, or feelings evoked by
music without a beat
B2 demonstrate rhythmic patterns
from classroom repertoire
echo simple rhythmic patterns or word rhythms (e.g., “March
and put the beat in your feet. Now stop marching, and clap
to put the rhythm in your hands.”)
perform rhythmic patterns from classroom repertoire (e.g.,
song, poem, chant) using body percussion, voice, or non‐
pitched instruments
anticipate the
beginning
and
end
of
selected
rhythmic
sequences through movement and body percussion
B3 sing short melodies participate in classroom singing activities (e.g., singing
games, nursery rhyme songs, folk songs, cumulative
repetitive songs)
demonstrate the difference between speaking voices and
singing voices
differentiate between higher and lower pitches (e.g., using
hand signals, body movement, voice)
B4 distinguish one melody from
another
with teacher support, identify and use ways to distinguish
one melody from another, such as
guessing songs
sung
with
vocables
instead
of
lyrics
performing action songs
show melodic direction using hand signals, body
movements, or song maps
B5 use voice or instruments to
explore elements of expression
respond to teacher directions to sing or play softly or loudly
respond to teacher directions to sing or play quicker or
slower
explore variations in timbre (e.g., play guessing games
incorporating voices, instruments, animal sounds, found
sounds)
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ARTS EDUCATION MUSIC – KINDERGARTEN
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 29
CONTEXT
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning Outcome.
Students
who
have
fully
met
the
Prescribed
Learning
Outcome
are able to:
C1 participate in music activities
from a variety of historical,
cultural, and social contexts
discuss a variety of reasons people make music in families
and communities (e.g., seasonal, celebratory)
participate in music activities from a variety of historical,
cultural, and social contexts (e.g., poems, songs, singing
games, movement, listening, guest performer)
reflect on experiences in music from a variety of contexts
(e.g., questioning, class discussion, drawing)
PRESENTING AND PERFORMING
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning Outcome.
Students who have fully met the Prescribed Learning Outcome
are able to:
D1 demonstrate appropriate
performance skills in music
settings
demonstrate performance skills appropriate to the setting
(e.g., paying attention to conductor, not talking on stage)
demonstrate willingness to participate in classroom and
school music experiences (e.g., participating in simple and
familiar activities, sharing their work with others)
demonstrate respect
for
the
contributions
of
others
(e.g.,
follow attentively when other students lead activities, wait
quietly for their turn)
D2 respond to a music work
demonstrate appropriate ways to show engagement and
response to performances (e.g., listening to and watching
performers, not interrupting)
use stories, pictures, or movement to communicate personal
thoughts, images, and feelings experienced in response to a
live or recorded music performance (e.g., “Draw a picture to
show the music you just heard.” “Tell a story about the song
we just sang.”)
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ARTS EDUCATION VISUAL ARTS – KINDERGARTEN
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 31
VISUAL ARTS – KINDERGARTEN
PRESCRIBED LEARNING OUTCOMES AND
SUGGESTED ACHIEVEMENT INDICATORS
CREATIVE PROCESSES
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning Outcome.
Students who have fully met the Prescribed Learning Outcome
are able to:
A1 use imagination, observation, and
stories to create images
identify sources used in specific examples of others’ images
(e.g., stories, observation, imagination)
create images in response to something they observed (e.g.,
touching a leaf,
watching
a soccer
game)
create images from their imagination (e.g., an imaginary
character, creature, or place)
create images that illustrate a story they have heard or
viewed, or that tell a story of their own
demonstrate an awareness of the variety of images that can
be produced from the same source or subject (e.g., all
students draw pictures in response to the same story and
identify similarities and differences in each others’ work)
A2 create images
using the image‐development
strategy of
elaboration
that feature colour, line, or
shape
that use the principle of pattern
add items such as buttons, yarn, or found objects to a drawn
or painted picture to enhance specific characteristics of the
image
create images featuring colour (e.g., using favourite colours,
primary colours, warm and cool colours)
create images featuring line (e.g., straight, wavy, curvy, thick,
thin)
create images featuring shape (e.g., same and different
geometric shapes)
create images featuring pattern (e.g., alternating and
repeating shapes, alternating and repeating colours)
A3 experiment with a variety of
materials, technologies, and
processes
to
make
images
use materials such as paint, pencils, crayons, fabric,
modelling clay, and found objects to create a variety of
images
use technologies such as computers, paint brushes, scissors,
and cameras to create a variety of images
use processes such as painting, drawing, weaving, collage,
printmaking, and assemblage to create a variety of images
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VISUAL ARTS – KINDERGARTEN ARTS EDUCATION
32 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
Prescribed Learning Outcomes Suggested Achievement Indicators
A4 create 2‐D and 3‐D images
that represent ideas and
concepts
in response to experiences
in
response
to
objects
and
other
images
create images that represent the concepts of place and time
(e.g., seasons, self‐portrait at current age, a favourite place,
the view from their window)
create images that represent their response to various
experiences
(e.g.,
nature
walks,
presentations
by
Elders,
show and tell, music or dance performances)
create images that represent their response to other images
they have viewed (e.g., artworks within the school,
illustrations from picturebooks)
SKILLS AND STRATEGIES
Prescribed Learning Outcomes Suggested Achievement Indicators
It
is
expected
that
students
will:
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning Outcome.
Students who have fully met the Prescribed Learning Outcome
are
able
to:
B1 identify and apply
the image‐development
strategy of elaboration
the visual elements of colour,
shape, and line
the principle of pattern
identify examples of colour and explore their uses to create
images (e.g., variety of blues)
identify examples of shape and explore their uses to create
images (e.g., geometric shapes, organic shapes)
identify examples of line and explore their uses in drawing
(e.g., wavy, straight, curved)
identify examples of patterns and explore their uses to create
images (e.g., patterns of colours and shapes)
describe their images in terms of elements and principles
used
(e.g.,
circle,
triangle,
straight
lines,
cool
colours)
B2 identify and apply a variety of
materials, technologies, and
processes to create images
name and use common materials to make images (e.g.,
crayons, paint, pens, fabric, found objects, modelling clay)
name and use common technologies to make images (e.g.,
computers, paint brushes, scissors, cameras)
name and use common processes to make images (e.g.,
drawing, painting, weaving, photography, collage)
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ARTS EDUCATION VISUAL ARTS – KINDERGARTEN
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 33
CONTEXT
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning Outcome.
Students
who
have
fully
met
the
Prescribed
Learning
Outcome
are able to:
C1 describe various purposes of
visual arts
describe reasons people make visual images (e.g., for beauty
and enjoyment, to communicate an idea, to illustrate a story)
identify examples of art at home and school (e.g., pictures on
walls, clothing, photographs, murals, statues)
create artworks for a specific purpose (e.g., to tell a story, to
show an important idea or event)
EXHIBITION AND RESPONSE
Prescribed Learning
Outcomes
Suggested
Achievement
Indicators
It is expected that students will:
The following set of indicators may be used to assess student
achievement for each corresponding Prescribed Learning Outcome.
Students who have fully met the Prescribed Learning Outcome
are able to:
D1 respond to artworks view and discuss a variety of their own and others’ artworks
demonstrate respect for the work of self and others through
thoughtful response (e.g., discussions, drawing)
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HEALTH AND CAREER EDUCATION – KINDERGARTEN
For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm 35
HEALTH AND CAREER EDUCATION –
KINDERGARTEN
PRESCRIBED LEARNING OUTCOMES AND
SUGGESTED
ACHIEVEMENT
INDICATORS
GOALS AND DECISIONS
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
The following set of indicators may be used to assess student achievement
for each corresponding Prescribed Learning Outcome.
Students who have fully met the Prescribed Learning Outcome are
able to:
A1 identify opportunities to make
choices
name choices that can be made daily or on certain occasions
(e.g., what to wear, which physical activity to do, which friend
to play with at recess, which snack to eat)
A2 identify sources of support and
assistance for children at school
with teacher support, create a list of people in the school that
they can go to for information or assistance (e.g., teacher,
playground supervisor, classroom assistant, counsellor,
principal, teacher‐librarian, custodian)
CAREER DEVELOPMENT
Prescribed Learning Outcomes Suggested Achievement Indicators
It is expected that students will:
The following set of indicators may be used to assess student achievement
for each corresponding Prescribed Learning Outcome.
Students who have fully met the Prescribed Learning Outcome are able
to:
B1 identify their personal skills and
interests (e.g., things they are
good at, things they like to do)
identify a variety of things that they are good at
identify a variety of things that they like to do
identify a variety of things that they can do now that they
couldn’t do before (e.g., print own name, dress themselves,
brush teeth)
B2 identify a variety of jobs and
responsibilities they have at
home and at school (e.g., clean
up toys,
obey
playground
rules)
name jobs and responsibilities they have at home (e.g., clean
up toys, make bed, set table)
name jobs and responsibilities they have at school (e.g., clean
up classroom,
follow
directions,
obey
playground
rules)
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HEALTH AND CAREER EDUCATION – KINDERGARTEN
36 For the complete curriculum go to www.bced.gov.bc.ca/irp/irp.htm
HEALTH
Prescribed Learning Outcomes Suggested Achievement Indicators
It
is
expected
that
students
will:
The following set of indicators may be used to assess student achievement
for each corresponding Prescribed Learning Outcome.
Students
who
have
fully
met
the
Prescribed
Learning
Outcome
are
able
to:
Healthy Living
C1 identify practices that
contribute to health, including
healthy eating, regular
physical activity, emotional
health practices, and disease
prevention practices
with teacher support, name a variety of activities that promote
physical health (e.g., eating a variety of foods from each of the
food groups in Canada’s Food Guide to Healthy Eating , choosing
healthy snacks, regular physical activity, adequate rest, regular
medical and dental checkups, sun protection, hygiene, getting
fresh air, oral hygiene)
with teacher support, name things that promote emotional
health and help them to feel good about themselves (e.g., things
you are good at, things you like to do, things that make you feel
unique and special, making friends)
with teacher support, name practices that help prevent the
spread of germs (e.g., washing hands often, covering mouth and
nose when sneezing or coughing, disinfecting cuts, not sharing
water bottles, avoiding others’ body fluids, staying away from
others when you are contagious)
Healthy Relationships
C2 identify thoughtful, caring
behaviours in families (e.g.,
nurture, guidance, love)
name the primary responsibilities of a family (e.g., nurture,
food, clothing, values, guidance)
list thoughtful, caring behaviours in families (e.g., love, helping,
sharing,
respect,
having
fun,
special
care
for
people
when
they
are sick)
C3 demonstrate an understanding
of appropriate ways to express
feelings
identify a variety of feelings (e.g., happiness, excitement, anger,
sadness, hurt, gratitude, frustration)
identify possible reasons or causes for various feelings (e.g.,
birthday party, grandparents coming to visit, teasing and name
calling, friend moving away)
demonstrate a willingness to express feelings (e.g., verbal
communication, drawing a picture)
use appropriate terminology to express feelings (e.g., “I feel
angry,” “I am excited”)
with
teacher
support,
identify
inappropriate
ways
to
express
feelings (e.g., pinching, hitting, kicking objects, name‐calling,
intruding on others’ personal space)
C4 differentiate between positive
and negative behaviours in
relationships
identify ways of making friends and being a good friend (e.g.,
sharing, listening, helping, showing respect for others’ feelings
and belongings, noticing when someone looks unhappy or left
out)
identify behaviours that are negative or hurtful in relationships
(e.g., teasing, lying, hitting, ignoring, excluding)
8/19/2019 Kindergarten Ministry of Education BC
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HEALTH AND CAREER EDUCATION – KINDERGARTEN
For the
complete
curriculum
go
to
www.bced.gov.bc.ca/irp/irp.htm
37
Prescribed Learning Outcomes Suggested Achievement Indicators
Safety and Injury Prevention
C5 use appropriate terminology to
identify female and male
private body parts
with teacher support, identify private body parts as being
parts that belong to you and shouldn’t be touched by or shown
to others except for health or hygiene reasons
parts that are covered by bathing suits or underwear
on
a
diagram
or
model,
use
correct
terminology
to
name
the
following parts of female and male bodies:
nipples/breasts
vulva/vagina
penis
testicles
buttocks (bottom, bum)
C6 differentiate between
appropriate and inappropriate
ways of being touched (e.g.,
appropriate – touches that feel
welcome and safe, medical
checkups; inappropriate
–
touches that hurt, touches to
private parts)
identify different kinds of touches (e.g., hugs, hits)
with teacher support, identify safe, welcome, and appropriate
ways of being touched (e.g., hugs, hand‐holding, medical
checkups)
with teacher support, identify inappropriate ways of being
touched (e.g.,
any
touches
you
don’t
like
or
want,
touches
that
hurt you such as hitting or pinches, touches to private parts that
are not for the purpose of hygiene or health, having photos
taken of private body parts or looking at photos involving a
person’s private body parts, touches that someone asks you to
keep secret)
C7 identify ways to respond to
inappropriate touches and
confusing or uncomfortable
situations, including
‐ saying “no” or “stop”
‐calling
out
for
help
and
‐
getting away if possible
‐ telling a trusted adult and
continuing to tell until
someone listens and takes
action
‐ not keeping a secret about the
situation even if someone
asks you to
with teacher support, identify ways to respond to inappropriate
touches or any confusing or uncomfortable situations, including
saying “no” or “
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